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Supporting the continuation of teaching and learning
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Supporting the continuation of teaching and learning during the COVID 19 Pandemic. Acknowledgments, This module has been created by, Introduction. Fernando M Reimers in collaboration, with Vidur Chopra Alisa Currimjee Indah. For educators the COVID 19 Pandemic is the World Bank Education Global Practice and. Sha ra Z Dini Farwa Fatima Ishita, Ghai Crystal Green Angela Hernandez a quintessential adaptive and transformative the organisation Hundred It presents a first set. Yitong Hu Rachel Hunkler Susan Kippels challenge one for which there is no pre of online educational resources to support the. Hyunjeong Lee Ana Marcela Lozano configured playbook that can guide appropriate continuity of teaching and learning during the. Aditi Nangia Siury Pulgar Aneeqa responses Education leaders must swiftly design 2019 20 COVID 19 Pandemic with education. Rana Tatiana Shevchenko Sarah Strader responses and with specific contexts in mind leaders around the world The resources were. Abdullah Tajwar and Margaret Wang as the pandemic runs its course This brief compiled from responses to the same survey used. discusses the second module of a series which to produce the first module and additional online. presents the results of a comparative analysis of sources were included to enhance the list in order. emerging educational needs and responses as to support the continuity of learning for students. the pandemic unfolds across countries around the who have access to the internet and digital. world The overall goal of this series is to facilitate devices. the rapid design process and implementation of, adaptive responses to the emerging education Subsequent modules will include a curated. challenges and to protect young people s catalogue of radio and educational television. educational opportunities during and following the resources and a module to guide the. pandemic implementation of effective education responses. The first module published end of March 2020 We hope these resources help those collaborating. A framework to guide an education response across institutions and countries in the important. to the COVID 19 Pandemic is a tool to support and urgent task of supporting students opportunity. education leaders based on a cross national to learn during this challenging crisis shared. survey conducted between the 18th and 27th of among humankind. March 2020 The survey assessed educational Fernando Reimers Global Education. needs priorities implementation challenges and, Innovation Initiative at the Harvard.
emerging responses and was the first of a series, of surveys to monitor the evolution of responses to. Graduate School of Education, emerging needs in the education sector Andreas Schleicher OECD. This second module is a collaborative effort Jaime Saavedra The World Bank. between the Global Education Innovation Initiative. at the Harvard Graduate School of Education Saku Tuominen HundrED. the OECD s Directorate of Education and Skills, OECD 2020 2. Supporting the continuation of teaching and learning during the COVID 19 Pandemic. An annotated selection of online resources, supporting education continuity during the. COVID 19 Pandemic, As the COVID 19 Pandemic runs its course many incorporating some of these resources into their plan.
governments are implementing measures that limit the or using them as a model to develop their own online. number of people congregating in public places Such educational materials. measures have disrupted the normal functioning of, schools and universities Because the duration of such This annotated selection is based on the March 2020. measures has been extensive and is likely to continue survey responses from 333 participants in 99 countries. in some countries for a certain time until a vaccine We asked a range of stakeholders to identify online. becomes available leaders of public and private educational resources that they had found helpful. education institutions have put in place alternative in supporting education continuity up to that point. methods for students and teachers to continue with Nineteen former master s students from the Harvard. their lessons when attending school is not possible and Graduate School of Education with experience. are working on methods that will make schools fit for ranging from teachers teacher coaches developers. working in a safe environment of professional development programmes education. administrators and researchers were asked to analyse. Although students with access to digital devices and these resources They are highly qualified education. internet may not be the majority in most countries experts whose professional judgement I trust and value. supporting governments in establishing effective Furthermore I greatly appreciate the fact that they gave. forms of online education will free up institutional their time for this global public good project. capacities and resources in order to redirect their focus. on delivering alternative learning methods for those The team met to discuss the criteria to assess these. students who do not have similar opportunities This resources and then went through them one by one. annotated selection of online educational resources In addition to classifying each resource by type. intended for students teachers and parents aims to language subject and grade level the team provided. support governments and other education leaders as a summary and rated the resources on a scale from. they research and assess different ways to continue one to five with five being the highest In addition. educating students during the COVID 19 Pandemic when possible the instructional resources were coded. It can be used by those designing or improving upon in terms of which competencies they were designed. a plan for education continuity by either directly to develop using a taxonomy from an empirical. OECD 2020 3, Supporting the continuation of teaching and learning during the COVID 19 Pandemic. literature review on competencies needed for work 3 Tools These include tools that can Reference. and life produced by the National Research Council help manage teaching and learning such as. in the United States We thought it would be helpful communication tools learning management systems or 1 Pellegrino J W and M L Hilton eds 2012. to use this taxonomy in order to code these resources other tools that teachers parents or students can use to Education for Life and Work Developing Transferable. as attention is given to a broad range of skills social create or access educational content We present 20 Knowledge and Skills in the Twenty First Century. and emotional and cognitive to help students professional development resources National Academies Press Washington DC. learning outside of school Therefore signalling to. teachers and parents which resources are designed to Within each of these categories we present the. serve that goal is useful The taxonomy is presented resources arranged by the language in which they are. below available for curriculum and professional development. After careful analysis we retained about half of the The following taxonomy is used to classify curriculum. resources which had been collected in the survey and professional development resources Pellegrino. which the reviewing team evaluated as being of high and Hilton 2012 1. quality The resources are presented in this document. and in an online searchable database Every effort, was made to code each resource in the various. categories As this was not always possible the, entry for that specific category and for that particular. resource was left blank, The resources are grouped into three broad sections.
according to their purpose, 1 Curriculum Resources These include lessons. videos interactive learning modules and any other, resources that directly support students in acquiring. knowledge and skills We present 72 resources which. include several repositories of resources, 2 Professional Development Resources These. are resources which can support teachers or parents. in supporting learners guiding them to content, developing their skills to teach remotely or more. generally augmenting their capacity to support learners. now learning more independently and at home, rather than at school We present 21 professional.
development resources, OECD 2020 4, Supporting the continuation of teaching and learning during the COVID 19 Pandemic. Taxonomy used to classify curriculum and professional development resources Pellegrino and Hilton 2012. 1 Cognitive Skills 2 Interpersonal skills 3 Intrapersonal skills. 1 1 Processing and cognitive strategies 2 1 Collaborative group skills 3 1 Intellectual Openness. CT Critical Thinking Cm Communication Fl Flexibility. PS Problem Solving Cl Collaboration Ad Adaptability. A Analysis TW Team Work Ar Artistic and Cultural Appreciation. LR Logical Reasoning Cp Cooperation PS Personal and Social Responsibility. I Interpretation Co Coordination IC Intercultural competency. DM Decision Making EP Empathy Perspective Taking AD Appreciation for diversity. EF Executive Functioning Tr Trust CL Capacity for lifelong learning. SO Service Orientation II Intellectual interest and curiosity. CR Conflict Resolution, Ne Negotiation, 1 2 Knowledge 2 2 Leadership 3 2 Work Ethic Responsibility. LC Literacy and communication skills Le Leadership Ini Initiative. AL Active listening skills Re Responsibility SD Self direction. KD Knowledge of the disciplines AC Assertive Communication Res Responsibility. Ev Ability to use evidence and assess biases in informa SP Self Presentation Pe Perseverance. tion SI Social Influence Pr Productivity, DL Digital Literacy Pt Persistence. SR Self Regulation, MT Meta cognitive skills anticipate future reflexive skills. Pro Professionalism, Eth Ethics, Int Integrity, Cit Citizenship.
WO Work Orientation, 1 3 Creativity 3 3 Self efficacy. C Creativity SA Self regulation self monitoring and self assessment. In Innovation PMH Physical and mental health, Source Pellegrino J W and M L Hilton eds 2012 Education for Life and Work Developing Transferable Knowledge and Skills in the Twenty First Century National Academies. Press Washington DC, OECD 2020 5, Supporting the continuation of teaching and learning during the COVID 19 Pandemic. Table 1 Curriculum Resources, Abstract Language Grades Subjects Cost Global skills Cognitive Inter Intra. Skills personal personal, skills skills, https deafworldaroundyou org Stories.
Free digital stories in written and sign language in a variety of languages around the world Enables 20 languages K 12 Literacy Freely available Learning about 1 2. communities to create content in local and national sign languages and share it in WAY s open sign languages different cultures. content digital library of folktales The digital libraries are viewable from any web browser and can be through stories. remixed by anyone including children with simple text and video editing tools. https www digitallibrary io, Bank of free children s books across a variety of subjects themes and reading levels 40 languages Early childhood Literacy math science Freely available Learning about. primary social studies socio different cultures 1 1 2 1 3 1. emotional learning through stories, Feed the Monster. Feed the Monster is an app for kids to learn to read through a game where they collect and grow pet 50 languages Early childhood Literacy Freely available. monsters Skills include phonics letter writing vocabulary phonological awareness and social and primary. emotional skills, OECD 2020 6, Supporting the continuation of teaching and learning during the COVID 19 Pandemic. Table 1 Curriculum Resources, Abstract Language Grades Subjects Cost Global skills Cognitive Inter Intra. Skills personal personal, skills skills, Education Perfect.
Education Perfect EP plugs into a Learning Management System or a Stand Alone Learning Available in 80 K 12 Languages Language Free registration is Yes Depending Yes Yes Yes. Platform It contains a rich library of curriculum aligned lessons in subjects including languages math countries unclear Arts Math Science available However on how the Depending. science technology humanities among others EP is built using a Mastery Model meaning that the in how many Technology Health and the full set of services learning on how. assessments adapt to student s learning progression The platform has various tools for assessments languages PE Humanities is not free Pricing is environment is the online. and most content is automatically marked Assessments are adjusted based on the learner s input The language not marked on the designed learning. Based on how well students perform on any given topic the platform automates the delivery of learning portion site environment. differentiated instruction materials based on learner competencies across various subject areas at of the platform is designed. various grade levels Content from the New Zealand Australian IB Common Core and Cambridge teaches Chinese. Assessment models is available Content is carefully developed to allow all students to experience German French. success while providing rich opportunities for higher order thinking The platform has functionality Italian Spanish. for independent and collaborative learner activities Teachers have access to automated grading and Indonesian. model answer demonstration as well as peer review Live student engagement can be marked based Japanese Arabic. are working on methods that will make schools fit for working in a safe environment Although students with access to digital devices and internet may not be the majority in most countries supporting governments in establishing effective forms of online education will free up institutional capacities and resources in order to redirect their focus on delivering alternative learning methods for

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